An important design limitation of this assignment is that students will be working with only the most basic functions of Twine to design their story remixes. My Google slide guide offers examples (preview above), but essentially I would limit their use to a) linking one module to another, b) hiding/revealing additional text within a single module, and c) disguising module titles while linking. I recognize that this “locked down” version of Twine drastically shortchanges the program’s considerable capabilities, but my intention here is to keep the focus firmly on storycraft as opposed to design elements such as graphics, font adjustments, etc. When we experimentally engaged in Twine writing for our course during the summer of 2017, I found my own energies gravitating toward these more superficial aspects of the project and giving short shrift to actual content composition. By limiting this first exposure to Twine (for most students) to a few composition-related tools, I am hoping to establish a strong foundation that they can later augment with “bell and whistle” type enhancements.
My intention with this project would be to gradually expand my incorporation of both digital texts and digital composition tools each year, so this should be considered as a first rather than final step in that direction.
An important design limitation of this assignment is that students will be working with only the most basic functions of Twine to design their story remixes. My Google slide guide offers examples (preview above), but essentially I would limit their use to a) linking one module to another, b) hiding/revealing additional text within a single module, and c) disguising module titles while linking. I recognize that this “locked down” version of Twine drastically shortchanges the program’s considerable capabilities, but my intention here is to keep the focus firmly on storycraft as opposed to design elements such as graphics, font adjustments, etc. When we experimentally engaged in Twine writing for our course during the summer of 2017, I found my own energies gravitating toward these more superficial aspects of the project and giving short shrift to actual content composition. By limiting this first exposure to Twine (for most students) to a few composition-related tools, I am hoping to establish a strong foundation that they can later augment with “bell and whistle” type enhancements.
My intention with this project would be to gradually expand my incorporation of both digital texts and digital composition tools each year, so this should be considered as a first rather than final step in that direction.